On March 4th, the school-based curriculum of Beijing Institute of Technology Affiliated Middle School Branch - Bamboo Culture Course, was launched to meet the expectations of teachers and students. Sun Zaihe, a student from Class 5 of Grade 7, meticulously crafted bamboo artworks and enthusiastically exclaimed, "This kind of classroom is so interesting!" The Bamboo Culture course is an interdisciplinary school-based curriculum developed by the school. Bamboo symbolizes qualities of perseverance, integrity, and humility in Chinese culture, which is highly consistent with the educational philosophy of schools. The "First Bamboo Garden in North China" and the core node of the Grand Canal Cultural Belt, Zizhuyuan Park, are only 500 meters away from the school. Therefore, using the small incision of "bamboo" to do a good job in interdisciplinary curriculum construction and exploring school-based curriculum that practices ecological civilization education has become the best choice for schools. After one year of development and two rounds of iteration, the Bamboo Culture curriculum is currently implemented through subject integration and curriculum innovation, using project-based teaching and thematic exploration to develop an interdisciplinary architecture of "four-dimensional integration" (culture subject curriculum evaluation). In terms of cultural dimension, the core includes ancient capital culture (Grand Canal, Zizhuyuan Palace), red culture (patriotism), Beijing style culture (intangible cultural heritage), and innovative culture (modern science and technology), integrating the resources of Zizhuyuan and Grand Canal. Based on the curriculum standards of six major disciplines including biology, geography, and history, a "compulsory+expanded" disciplinary dimension system is constructed. For example, in history class, Teacher Tang Yao led students to explore the history and culture of the Grand Canal; In art class, Teacher Wang used the Purple Bamboo Palace as material to guide students in seal carving creation; In geography class, Teacher Li Xinping guided students to build bamboo residential models using bamboo as raw material; In biology class, Teacher Huang Zhanjiang analyzed the ecological functions of bamboo and integrated modern laser cutting technology into intangible cultural heritage bamboo weaving paintings, reflecting the integration of tradition and innovation; Teacher Du Niyang integrates various elements such as chemistry and psychology into the production of bamboo charcoal soap. Teacher Li Hongxia said, "We not only need to learn the perseverance and humility of bamboo, but also how to integrate these qualities into life and coexist with nature in a harmonious way." In geography class, Ding Keying from Class 3 of Grade 7 and her classmates made bamboo houses together. She happily said, "I learned to divide the work and cooperate with my classmates. After 'completion', we took photos with the bamboo house together, which was a beautiful memory!" Dou Yifan from Class 1 of Grade 7 took history class as an elective, and he really liked the diverse presentation style at the end of the course: "There are both handwritten newspapers and PPTs, and even novels can be written." Xia Yihan from Class 2 of Grade 7 recalled her time in music class with bright eyes. The experience of classmates singing and choreographing hand gestures together using bamboo poetry as a carrier, This made her, who was introverted, gradually become more outgoing... According to Professor Zhang Xiaohui, a member of the core team for curriculum development, after research, the school has flexibly set up short class micro courses (knowledge input), long class special courses (in-depth exploration), field investigation courses (Zizhu Academy research), and elective courses (bamboo weaving and painting, poetry creation, etc.), forming a set of academic, interesting, and inheritable school-based elective course systems. School principal Meng Xiangying stated that the bamboo culture course closely adheres to the core literacy requirements of junior high school students under the new curriculum standards, with "cultural confidence, language expression, scientific thinking, aesthetic creation, and social responsibility" as the main cultivation line. Through interdisciplinary practice and cultural immersion, students' comprehensive quality is comprehensively improved. We hope that through course learning, students can understand the importance of ecological protection, deepen their love for local culture through the practice of combining traditional culture with technology, and achieve a transformation from 'knowledge learning' to 'cultural responsibility'